Effects of pointing compared with naming and observing during encoding on item and source memory in young and older adults

Research showed that source memory functioning declines with ageing. Evidence suggests that encoding visual stimuli with manual pointing in addition to visual observation can have a positive effect on spatial memory compared with visual observation only. The present study investigated whether pointing at picture locations during encoding would lead to better spatial source memory than naming (Experiment 1) and visual observation only (Experiment 2) in young and older adults. Experiment 3 investigated whether response modality during the test phase would influence spatial source memory performance. Experiments 1 and 2 supported the hypothesis that pointing during encoding led to better source memory for picture locations than naming or observation only. Young adults outperformed older adults on the source memory but not the item memory task in both Experiments 1 and 2. In Experiments 1 and 2, participants manually responded in the test phase. Experiment 3 showed that if participants had to verbally respond in the test phase, the positive effect of pointing compared with naming during encoding disappeared. The results suggest that pointing at picture locations during encoding can enhance spatial source memory in both young and older adults, but only if the response modality is congruent in the test phase.     

Bicyclists’ visual strategies when conducting self-paced vs. system-paced smartphone tasks in traffic

Visual distraction among cyclists interacting with their mobile phones is a growing concern. Yet, very little research has actually investigated how cyclists apply visual strategies and adapt task execution depending on the traffic situation. The aim of this study is to investigate visual behaviour of cyclists when conducting self-paced (initiated by the cyclist) vs. system-paced (initiated by somebody else) smartphone tasks in traffic.Twenty-two cyclists completed a track in real traffic while listening to music, receiving and making calls, receiving and sending text messages, and searching for information on the internet. The route and the types of tasks were controlled, but the cyclists could choose rather freely when and where along the route to carry out the tasks, thus providing semi-naturalistic data on compensatory behaviour.The results show that the baseline and music conditions were similar in terms of visual behaviour. When interacting with the phone, it was found that glances towards the phone mostly came at the expense of glances towards traffic irrelevant gaze targets and also led to shortened glance durations to traffic relevant gaze targets, while maintaining the number of glances. This indicates that visual “spare capacity” is used for the execution of the telephone tasks. The task type influenced the overall task duration and the overall glance intensity towards the phone, but not the mean nor maximum duration of individual glances. Task pacing was the factor that influenced visual behaviour the most, with longer mean and maximum glance durations for self-paced tasks.In conclusion, the cyclists used visual strategies to integrate the handling of mobile phones into their cycling behaviour. Glances directed towards the phone did not lead to traffic relevant gaze targets being missed. In system-paced scenarios, the cyclists checked the traffic more frequently and intensively than in self-paced tasks. This leads to the assumption that cyclists prepare for self-initiated tasks by for example choosing a suitable location. Future research should investigate whether these strategies also exists amongst drivers and other road user groups.     

Peer review of teaching (PRoT) in higher education – a practitioner’s reflection

Peer review of teaching (PRoT) is recommended to both develop and assure the quality of teaching practices in Higher Education. An institutional implementation of a peer review process can be viewed as a genuine desire to improve teaching quality or as an instrument of accountability and performativity. There are many approaches to the peer review of teaching operating. This article documents the impact, advantages and disadvantages of direct participation in three peer review of teaching processes.     

允许检查并修改答案的计算机化自适应测验

采用计算机模拟程序对允许检查并修改答案的计算机化自适应测验（CAT）进行研究,并采用新的评分方式对付Wainer策略。结果表明：综合考虑被试的两次作答信息可以得到更精确的能力估计值。大部分被试进行了修改,只有少部分答案被修改,在被修改的答案中大部分是由错误改为正确;综合Wainer策略CAT的后验分布期望值（EAP）和极大似然估计值（MLE）可以“粗糙”对付Wainer策略     

A review of the feminist pedagogy literature: The neglected child of feminist psychology

Feminist psychologists have introduced feminist values, critiques, and methods into the science and practice of psychology. On the topic of teaching, feminist psychologists have done a thorough job of addressing curricula issues, but they have been involved marginally in developing the literature on feminist pedagogy. A comprehensive review of the feminist pedagogy literature was compiled based on a review of 60 articles, 25 chapters from books, 10 books, and 4 bibliographies. The review covers major aspects of the legacy of patriarchy in schools as well as feminist transformations of traditional educational practice. Explanations are posed for the minimal involvement of feminist psychologists in the development of the feminist pedagogy literature. Reciprocal benefits are identified for both the field of psychology and the feminist pedagogy scholars if more bridges are built between the two.     

原生家庭父母冲突、 夫妻冲突解决模式与婚姻质量的关系:基于主客体互倚模型的分析

采用问卷调查法,对263对夫妻的原生家庭父母冲突、 夫妻冲突解决模式和婚姻质量进行测量.结果表明,(1)个体的原生家庭父母冲突与自身以及配偶的婚姻质量呈显著负相关;(2)丈夫的原生家庭冲突可以预测自身以及妻子的冲突解决模式,妻子的原生家庭冲突可预测丈夫的冲突解决模式;(3)丈夫夫妻冲突解决模式在双方原生家庭父母冲突对自...     

Nurturing and Enhancing Creativity of Nursing Students in Taiwan: A Quasi-Experimental Study

Creativity and innovation are considered important measures of core competence in Taiwan for students of all levels, including nursing students. Integrating creativity with interdisciplinary teaching modules could increase creativity for nursing students; however, this has not been empirically determined. The purpose of this study was to determine if incorporating interdisciplinary teaching into a teaching for creativity module (TCM) could enhance creative thinking and creative abilities of nursing students. Students enrolled in a capstone nursing course for the development of healthcare-related products were divided into 2 groups. Both groups participated in the 18-week course; however, one group received creativity training with interdisciplinary teaching during the course, which was taught by nursing faculty who completed a TCM workshop. Students who received the interdisciplinary TCM intervention scored significantly higher than controls on measures of creative thinking. Our findings suggest a TCM program, which incorporates interdisciplinary teaching, and instruction in techniques for creativity, such as brainstorming, attribute listing, assessment matrix, and paired comparison, can stimulate divergent thinking abilities of nursing students.     

中文版正念教学量表的信效度检验

目的:修订中文版正念教学量表并检验其在中国教师群体中的信效度。方法:使用样本1(n1=302)进行项目分析、探索性因素分析; 样本2(n2=185)进行验证性因素分析; 使用样本1和2检验量表的跨组测量不变性,并考察效标效度; 样本3(n3=30)进行重测信度检验。结果:中文版正念教学量表为二因子结构,包括个体内正念和人际间正念两个分量表,具有良好的结构效度、效标效度及信度。且该量表在小学、初中及高中教师中达到部分测量强等值。结论:该量表适宜在我国中小学教师群体中使用。